Student from Bloomfield Hills Michigan with iPad

One to World:
Device Expansion for the Classroom

Did you know students in Bloomfield Hills Schools carry hundreds, if not thousands, of books and resources to and from school each day? The latest district investment called "One to World" has recently put iPads in the hands of teachers and students kindergarten to 8th grade.

"One to World" stands for the ratio of one student or teacher to a world of information they are able to access with this new project. The district has long understood the value of technology as a means of expanding and enhancing both teaching and learning. This value was underscored during the BHS Foundation's grant process when teachers overwhelmingly requested funding for technology to support instruction.

Dave Shulkin, Director of Learning & Performance Technology, noted that, "Through our three year assessment we found that our students could only access technology about 50% of the time during a typical school week. And it was clear that teachers and students needed more access to digital tools and resources that not only could meet their current learning needs, but extend those resources beyond the school day."

At the elementary level, iPad minis are shared between students at a 2:1 ratio and teachers each received an iPad Air. The middle school students received an iPad Air to use at school and at home. The iPad distribution began this November, though middle school teachers have been 1:1 with iPads since the summer of 2013.

"Our educators understand that using technology as an enhancement tool, both in the classroom and at home, provides the opportunity for students to become increasingly active learners and independent thinkers," said Superintendent Rob Glass.

Through a handful of pilot groups testing similar devices, iPads continue to be the device of choice, as they provide a robust system with a large support network and overall flexibility within different learning environments.

"People may wonder how we are able to fund this incredible step forward," said Glass. "This investment is made possible by utilizing money from our capital improvements fund, which is a strategic investment savings account, started years ago, to preserve forward momentum. We know we have some tough budget conversations ahead of us, related to the general fund, especially as a result of the recent decisions made in Lansing," he said, "but we should always take steps forward in the classroom, doing what's right for our students and our teachers. The generous support of our community allows us to keep moving forward, even in a time of public school financial uncertainty."

The program offers significant benefits by reducing the amount of paper communication used, utilizing digital curriculum in lieu of purchasing text books, and closing the digital access gap to nearly 0%. More importantly, iPads put a powerful learning tool in the hands of students, assist teachers in demonstrating complex concepts, and allow for a more personalized and collaborative learning environment.

"This is an investment in our students, the work our teachers have already been doing, and in our future as a district," said Glass. "We have to think about the jobs for which we are preparing our students, because most of them don't yet exist in the marketplace," he added. "Providing our students and teachers with a uniform technology platform expands our ability to provide the most effective and comprehensive learning possible."

One to World Question

One-to-World Resources


How can I learn more about One to World?

Family meetings will be held on November 10th, 11th, and 12th at the middle schools at 7:00 p.m. All meetings are identical and families should feel free to select the meeting that best coordinates with their schedule.

Why did the district decide on a 2:1 Ratio for the elementary grade levels?

During formal and informal data gathering the overwhelming recommendation from teachers (pilot groups and non-pilot groups) was for elementary to have a shared resource where it was both appropriate for the grade level and overall development of the student.

Did the district gather any feedback from families with the pilot information or did they just make the decision?

Yes, through formal and informal input through surveys, PTO's, etc. over a 3+ year period of time. The decision is based on our research and effort to close identified gaps in technology access and use in the classroom.

What will the process be for sharing between students?

The process is based on the needs of the student, lesson plan, learning activity, and learning/performance objectives. In general, the teachers manage the devices with students, and the ratio can be from small groups, to a paired teams, to sharing with another class where the ratio might be 1:1 for specific needs.

NOTE: -This process was an outcome of our iPad Pilot Groups where teachers shared resources and worked toward common goals for students.

Will the 6-8 grade 1:1 iPads (take home) be filtered for adult content?

Yes. All of our iPads are connected to an Apple Filtering server. This means that anywhere in the world you go with this iPad, it will be filtered for content not appropriate for minors. Because the internet is a dynamic environment, the filtering is not 100%, and all of our learners need to be prepared to identify and report concerns they experience. NOTE: All of our filtering (either within or outside of the district) is CIPA compliant to FCC regulations (

My child is on the iPad 3-4 hours per night “doing homework.” I don’t want to limit her learning, so what are some tips to manage this screen time?

We recommend the following guidelines:

1: Have a dedicated space for homework that is not isolated from others (but still quiet enough to reduce distractions).

2: Limit homework on the device to the hours your student generally committed too prior to the iPad.

3: Communicate with their teacher(s) and the teacher websites to help inform you of the assigned activities and work.

4: Check-in with your child periodically during their homework to have them share their work/exploration.

5: At night (after homework or designated time), have the student charge their iPad in your bedroom or other designated space that is not their bedroom.

6: We promote and discuss with students and teachers the importance of a balanced use of iPads (and other technologies). We understand that technology is a critical component of our lives, but it always needs to be balanced with the other needs of personal growth through personal and family relationships.

I don’t know a thing about iPads or the Google Apps for Education (GAFE). How do I help my child with their homework?

The district is planning on Family Training nights after the first of the year that will cover the basics of the iPad and Google Apps. These will be a hands-on sessions to help parents have a basic understand of how to use, and most importantly, how to access resources to support this work.

If students have their own iPads will they be able to use them in school instead of the iPads from the district? Will they be able to download the apps to their iPads using their student accounts?

While we promote and support a Bring Your Own Device (BYOD), in terms of the 1:World Project we are not allowing students to bring in their own iPads to replace the District iPads. This is due to the following needs:

Filtering adult content both at school and at home. All of our iPads are configured to comply with Federal regulations surrounding content access for minors.

Standardization of devices & management for teachers. By providing a preconfigured device, the teacher can directly support and manage the content, apps, and learning activities without incompatibility issues that bring your own device may cause.

Apple ID's are required. This ID can be a current one managed by the family or by creating a new Apple ID. For the district to manage the devices an Apple ID is required so when a teacher needs a student to download content (i.e. app or book), they will be able to access (at no cost).

Students will be able to download apps using their Apple ID's either through direction of their teacher, or for personal exploration and need. Restrictions of use of the district devices can be reviewed in the parent packet.

What happens if my son or daughter damage or lose an iPad?

Families and students are responsible for the care of the devices during and after school hours. Damage and lost can occur at anytime and families and students are responsible for repair and replacement of the devices and accessories regardless of when the damage or loss occurred. The following outlines the Parent/Guardian financial responsibility for the device(s)/accessories.

Damage /Loss:
All damaged and loss will be reported to the Media Center.

The Parent/Guardian is responsible to pay this fee to Bloomfield Hills Schools.

The district will provide a loaner device that cannot be taken off premises until the fee and device(s) is repaired or replaced.

The district reserves the right to suspend use of the device(s)/accessories if the damage is deemed (by district) egregious in nature.

The Parent/Guardian/Student may not seek repair or service of the device(s) outside of this agreement.

The district is self-insuring these device(s)/accessories and the repair/replacement fees offset these costs.

First Incident: $50
Second Incident: $75
Third Incident: $125 (Additional Incidents @ $125 per)
Lost/Stolen: $450 Per Incident

Case: $70 (All Incidents)
Charger: $30 (All Incidents)
Charging/Sync Cable: $15 (All Incidents)

What is Google Apps for Education (GAFE)?

The following link provides an overview of the suite of tools Google provides to districts at no cost.

Why did we choose Google Apps for Education (GAFE) compared to other cloud services?

The district reviewed and the Microsoft 360 and GAFE in head-to-head tests. Ultimately the choice was made based on workflow, collaboration capabilities, total cost of ownership, and platform compatibility. In this case GAFE provided the district with 19 different opportunities to close the 3 critical technology gaps along with improved work, culture, and cost structure changes. Please note that the Microsoft office suite (Word, PowerPoint, Excel, etc.) is still in use and supported within the district labs and laptops.

What software has been added to the iPads for monitoring or tracking purposes?

The software added to the iPad for lost/stolen tracking is Airwatch Mobile Device Management solution. The district is not tracking nor has the ability to look at the contents of the device remotely. This is why the parents/guardians have access rights to the iPad and Google Apps for Education suite to help support their homework and proper use of the device and tools.

What are the standards you are using when allowing the software to be activated?

The only time the district would activate the tracking software is if the iPad is reported lost or stolen. Then the device is sent a "kill" code that wipes all of the data and "bricks" the device. What this means is the device can not be turned-on and reused - deflating its value to pawn the device, etc. as it cannot be turned on again without special district codes with Apple's help.

Does the software allow the camera to be turned on remotely and why?

The software does not allow access to the camera or any contents of the iPad.

What options are there for people who are not willing to assume the liability associated with these devices?

Like a textbook, the iPad is a critical resource for your student's work and growth surrounding technological skills, access to digital content and curricula, and digital citizenship. This tool will become an integrated component of your student's experience in developing the important skills to be successful in their academic and work careers. To discuss this importance and the impact on your student, please contact your school's Principal.

If we decide not to embrace the iPad use instead of the traditional way of learning, what would the impact on the student be?

The iPad and the 1:World Project is focused around three areas of integration. This includes:
Skills and practice of learning (both for teacher and student)
Content Knowledge
Technology skills
So the project is focused on how these three areas overlap to provide a 21st century experience for our students, teachers, and parents - just like the world we live and work in now. The impact on students, teachers, and families is that we are preparing all three groups with the digital skills necessary to be successful in their future academic and work careers.

Is there any insurance available for the iPad?

At this time the district is not providing an insurance option as we could not find a fair and equitable solution for all families to participate. However, we are working through internal and external options to reduce this financial commitment for all parties and we could have an option by next fall.

Will we have an option to purchase the iPad at some point?

Unfortunately we do not have an option for families to purchase the iPad. As the project matures over the next 3-years, we will continue to explore options such as this suggestion.

How is filtering software applied to the school network and to the devices? If an assignment is blocked by the filter and firewall, how are exceptions granted so the students can finish the assignment?

In general, the filtering systems within our network and with Apple is filtered through managed categories (adult content, etc.). As with most filtering systems, we have the ability to "whitelist" sites to allow use. If a student attempts to visit a site, and it is blocked, the process currently is for the student to talk to their teacher. The teacher will put in a request and the site should be unblocked within 24-hours. If this creates issues for the student's work, the easiest workaround is to use another device. The student can also come in to work in the computer lab. No filtering system is perfect in blocking out unwanted sites and allowing wanted sites. It is always a process of managing expectations, process, and planning for our end-users to test sites and have conversations with their teachers regarding any challenges they are facing in terms of access.

Is a student allowed to download apps other than GAFE? If so, what is the guideline on downloading?

Yes, the student is allowed to download apps outside of the GAFE suite of tools. However, this is restricted to a set of rules. Please see this document of the iPad Restriction. In addition, students are allowed to download other content as well such as music (with the stated restrictions). We recommend that families review apps downloaded by their student to help guide them to make good decisions about the balance of content and device use. Remind your student that you need to share their iPad Access Pin Code to you so you can review and help manage any concerns you may experience.